OHT 1

1
Training Package

• The Provision of Special Education Programsand
  Services to Studentswith Disabilities

2
OVERVIEW OF TRAINING PROGRAM

• Policies and Procedures for Students with
  Disabilities
• Key policies - The Links-Ascertainment-Policy
  Statement - Accountabilities -Delegations
• The Policy-The Provision of Special Education
  Programs and Services to Students with
  Disabilities - Case Studies
• Links to SM-12 Policy Statement - Transport -
  Case Studies

ASCERTAINMENT P L A C E M E N T T R A N S P O R T
3
Key Policies/Supporting Documents

• Educational Provision for Students with
  Disabilities (CS-05)
• Action Plan - Educational Provision for Students
  with Disabilities 1998-2001
• Ascertainment Procedures for Students with
  Disabilities (SM-15)
• The Provision of Special Education Programs and
  Services to Students with Disabilities.
• Early Special Education - Procedures (CS-24)
• School Transport Assistance Program for Students
  with Disabilities (SM-12)

ASCERTAINMENT P L A C E M E N T T R A N S P O R T
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Policy

• Educational Provision for Students with
  Disabilities and Action Plan 1998-2002

ASCERTAINMENT P L A C E M E N T T R A N S P O R T
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Educational Provision for Students with
Disabilities - CS-05

• Core Policy Statement for the Provision of
  Education to Students with Disabilities

Policy Statement
Education Queensland provides a range of
educational programs across primary, secondary
and special schools for students with
disabilities.
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Educational Provision for Students with
Disabilities - Key Issues

• Acceptance of the right of all students to have
  access to and to participate in an educational
  program.
• A broad range of program options and curriculum
  practices that respond to identified learning
  needs and which are achieved through the
  development and delivery of inclusive curriculum
  offerings in schools.
• A group of participants who are skilled and
  empowered.

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Educational Provision for Students with
Disabilities - Key Issues

• Statements of roles and responsibilities, clear
  communication pathways, and processes for
  collaborative decision making for all sectors of
  the department.
• Effective provision and utilisation of human and
  material resources through the use of efficient
  management practices.
• Ongoing review and evaluation of educational
  programs and outcomes for students with
  disabilities.

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Action Plan - Educational Provision for Students
with Disabilities1998-2002

• Education Queensland is committed to providing
  equitable educational opportunities to ensure
  that students with disabilities have access to,
  participate in, and gain positive outcomes from
  schooling through a range of curriculum options
  across primary,secondary and special schools

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The Action Plan

• The development of the Action Plan provides
  Education Queensland with the process for a
  responsible and planned approach to the
  educational provision for students with high
  educational needs arising from a disability and
  to meet the intent of the Anti-Discrimination Act
  1991 and the Disability Discrimination Act 1992.

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Action Plan - Purpose

• Documents relevant departmental policies and
  procedures
• Identifies current
• services
• enrolment trends
• program needs, and
• facilities

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Action Plan - Purpose

• Identifies barriers to effective service
  provision
• Establishes targets to address barriers and
  develops a plan to achieve these targets
• Establishes implementation processes and periodic
  evaluation processes
• Makes provision for annual review and regular
  updates

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Ascertainment and the Direct Policy Links

• Provision of Special Education Programs and
  Services to Students with Disabilities

School Transport Assistance for Students with
Disabilities
Ascertainment
ASCERTAINMENT P L A C E M E N T T R A N S P O R T
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Ascertainment

• Ascertainment is the process used to recommend
  the level of specialist educational support
  needed by students with disabilities.This
  educational support is provided by or accessed
  through specialist teaching personnel, after the
  ascertainment process has been initiated. (SM-15)

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Ascertainment

• The Ascertainment process consists of
• identifying and referring students with
  disabilities who may need specialist educational
  support
• recommending the support needed
• identifying types of program which can support
  this need
• reviewing the recommended level of specialist
  educational support.

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Ascertainment

• Ascertainment is a collaborative decision-making
  process which recognises the value of
• provision of quality programs to students
• assessment of students needs
• consultation with relevant professionals
• involvement of parents and caregivers in the
  process
• consideration of full range of available program
  options.
• effective utilisation of existing resources.

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Placement and the Direct Policy Links

• Provision of Special Education Programs and
  Services to Students with Disabilities

School Transport Assistance for Students with
Disabilities
Ascertainment
ASCERTAINMENT P L A C E M E N T T R A N S P O R T
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Provision of Special Education Programs and
Services to Students with Disabilities

• Students with needs arising from disability
  (levels 1-6) are identified through the
  ascertainment process.

Policy Statement

• Education Queensland provides special education
  programs and services to students with
  disabilities whose educational support needs are
  additional to, or different from, those of
  non-disabled students.

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ACCOUNTABILITIES

• Placement into a special education program (i.e.
  a special school, special education unit or
  class, special education development unit or
  centre) can only occur with the approval of the
  Manager, Education Services.
• A Program Group must be established to consider
  the specialist educational support needs of the
  student and to identify a school where a program
  or service can be delivered.

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ACCOUNTABILITIES

• The PEO(SS) or nominee makesa proposal for
  recommended placement, documenting reasons for
  the proposal.
• The Manager, Education Services makes the
  decision about the recommended placement.

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ACCOUNTABILITIES

• A review of the students placement must occur at
  least once every four years, in conjunction with
  the ascertainment process, or when requested by
  parents or school principal.
• (SM-15 section 6.30)

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Program Group

• The Program Group comprises the PEO(SS) or
  nominee as chair, and the students parents or
  caregiver, the Principal of the school the
  student attends or nominee, or if not in a school
  a teacher with disability specific knowledge.The
  group may also request advice from others whose
  opinions are considered relevant to the specific
  educational needs of the student. 4.2

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4.3/4.4

• The aim of the Program Group is to identify the
  special education program or service that
• meets the needs of the individual student and is
• the nearest site to the students home.
• The group will
• consider ascertainment information including the
  students special educational needs
• define the special education program or service
  for the student based on

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4.4

• specialised educational support needs
• access to methodologies and strategies
• (braille, signing etc as by program)
• location of expertise of teachers and peers
• access to specialised facilities and
• specialised resources
• consideration of existing facilities
• the age of the student in relation to the
  location

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4.4 The Program Group must

• Consider parent/caregivers preference for a
  particular educational setting
• Consider the effect on the needs of other
  students enrolled
• Identify the nearest site to the students home
  which is coded to provide the special education
  program
• Specify a review period for the placement and
  record on SMS module (usually4 years)-not after
  compulsory education.

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4.5

• Placement Process
• The process will culminate in a meeting of the
  Program Group after a series of consultations.
  The consultations should develop an understanding
  of the different options within the array of
  programs and services by all members of the
  Program Group including the parent/caregivers.
• Parents may request a Preferred Placement
  (Section 5.)

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The Training Package

• CD ROM with
• Home Page
• Policy
• OHTs/PowerPoint
• Schedules
• Parent brochure
• The Kit
• Policy
• OHTs/Notes for Trainers/Schedules
• Parent brochure

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POLICY CONTENTSPOLICY STATEMENT -
ACCOUNTABILITIES

• 1. Definitions
• 2. Service and Program Options
• 3. Arrangements for placement into a Special
  Education Program
• 4. Process for Recommended Placement
• 5. Parent/Caregiver Rejects Recommended Placement
• 6. Review Process
• 7. Specific Cases

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Section 1 - DefinitionsRECOMMENDED PLACEMENT

• refers to the school where the Manager, Education
  Services recommends the delivery of a program
  and/or services
• authorised by Manager, Education Services
• addresses ascertained educational needs of
  student
• is as close to the students home as possible

1.1
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Section 1 - DefinitionsPREFERRED PLACEMENT

• is not the recommended placement
• parents may enrol their child in their preferred
  placement
• refers to a special school,special education
  unit, special education class, primary or
  secondary school
• resourcing entitlements should bemade clear.

1.2
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Section 1 - DefinitionsASCERTAINMENT PROCESS

• Determines level of specialist educational
  support for students with a disability based on
  the educational need arising from the disability.

1.3
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Section 1 - DefinitionsINDIVIDUAL EDUCATION PLAN

• negotiated and developed by a team (including
  student where possible)
• team includes parent/caregivers, teacher and
  other significant stakeholders.
• documents agreed learning outcomes for next 6
  months

1.4
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Section 1 - DefinitionsSERVICE

• Service refers to access to special education
  support provided to students with disabilities by
  a service provider who is not based in that
  students school.
• This is usually provided by an AVT service,
  therapist or nurse.

1.5
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Section 1 - DefinitionsPROGRAMS/SPECIAL
EDUCATION PROGRAMS

• Program occurs at the approved school where high
  levels or different special education programs
  and services are provided.
• Special education programs and services are
  reviewed and approved annually.

1.6
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EARLY SPECIAL EDUCATION PROGRAM

• may be accessed by students with disabilities
  aged 0-6 years.
• 0-3 years - programs are usually home based.
• 3-6 years- programs at SEDUs or centres.

1.7
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Section 2 - SERVICE AND PROGRAM OPTIONS

• Education Queensland provides a range of
  educational programs and service options for
  students with disabilities in primary, secondary
  and special schools.
• Special education is additional to programs
  generally available in primary or secondary
  schools and may be delivered in a range of
  settings.

2.1
2.2
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Section 2 - SERVICE AND PROGRAM OPTIONS

• primary (including preschool) and secondary
  schools with AVT support
• special education units and classes within
  primary and secondary schools
• special education developmental units/centres
• cluster schools for students with a physical
  impairment
• special schools

2.3
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37
Section 3 - Arrangements for Placement into a
Special Education Program

• Delegated authority to Manager, Education
  Services,in some cases the Principal of the
  school.
• M,ES approval for ascertained Levels 5 or 6.
• Principal may approve programs and services
  ascertained at Levels 1-4.
• The PEO(SS) advises the principal of services
  required to support a students educational
  needs.

3.1
3.2
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Section 3 - Arrangements for Placement into a
Special Education Program

• When the principal is unsure of the students
  educational needs and capacity to provide,enrols
  student and refers the details to the PEO(SS).
  The PEO(SS) may nominate another officer to
  undertake the process of placement.
• A principal of a school with a designated special
  education program will only place a student with
  a disability in that special education program
  after this has been authorised by the M,ES and
  agreed to by parents.

3.3
3.4
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Section 3 - Arrangements for Placement into a
Special Education Program

• While students with disabilities may benefit from
  being enrolled in more than one school, a student
  can only be enrolled in one state school as
  authorised by the M,ES. This will be the school
  where the student spends the majority of time.
  For school aged students with disabilities, the
  Principal of that school will then negotiate
  placement and resource support for students for
  whom programs at other locations are considered
  necessary.

3.5
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Section 3 - Arrangements for Placement into a
Special Education Program

• When a student already in a special education
  program changes address authorisation to another
  special education program should be arranged as
  quickly as possible. The School Transport
  Assistance Program for Students with
  Disabilities(SM-12) provides relevant
  information on transport assistance.

3.6
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Section 3 - Arrangements for Placement into a
Special Education Program

• If a student with a disability has particularly
  complex support requirements, the principal of
  the school (primary or secondary) will enrol the
  student but may negotiate the students
  attendance with the parents/caregivers to allow
  time to arrange the necessary support. Temporary
  provisions may be needed while these arrangements
  are made. The principal should discuss these
  with the PEO(SS). Other than in exceptional
  circumstances, the discussion should take no
  longer than 2 working days.

3.7
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Section 3 - Arrangements for Placement into a
Special Education Program

• In exceptional circumstances, the M,ES has the
  discretion to authorise the placement of a
  student with ascertained specialist support needs
  at a level other than 5 or 6, into a special
  education program. Such arrangements are short
  term and will require written submission by the
  PEO(SS) or nominee (Schedules 11-13). This
  submission should include a plan and timeline for
  the ascertainment process, nature of the
  arrangements, and a specified placement review
  date.

3.8
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Section 3 - Arrangements for Placement into a
Special Education Program

• In exceptional circumstances, the M,ES may
  authorise special education programs or services
  for a student who has specialised needs other
  than those covered by the ascertainment process.
  Such an arrangement requires a written submission
  by the PEO(SS), providing details of the support
  needs of the student and a specified date to
  review the placement.

3.9
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Section 3 - ArrangementsEarly Special Education

• Provision of programs and services in early
  special education can only occur with the
  approval of the M,ES. Such placement should be
  reviewed in line with the ascertainment process.
  For the student of precompulsory school age
  suspected of having a disability, contact should
  be made with the PEO(SS), or nominee, in the
  local district.

3.10
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Section 4 - Process for Recommended Placement

• A Program Group must be established for each
  student. A Program Group has the responsibility
  for matching the ascertained needs and
  specialised support requirements of the student
  to the program/service options available.

4.1
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Section 4 - Process for Recommended Placement

• The Program Group comprises the PEO(SS) or
  nominee as chair, and the students parents or
  caregiver, the principal of the school the
  student attends or nominee or,if not in a
  school, a teacher with disability specific
  knowledge. The group may also request advice from
  others whose opinions are considered relevant to
  the specific educational needs of the student.

4.2
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47
Program Group
Common Practice
Issues?
Program Group Is held when?
PEO or nominee
GO-Chair
Newly asc. Review
New Program
Parents/Caregiver
Friend
New road
Interim Level 1
Principal of school
Principal of receiving school
Sudden Transfers
Other Change address
Teacher of child
HOSE
Change of coding
Transfer Coding
Teacher of disabilityOthers
AVT, therapist
Cross Districts

• When required by parent or principal

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Section 4 - Process for Recommended Placement

• The aim of the Program Group is to identify the
  special education program or service that meets
  the needs of the individual student and is the
  nearest site to the students home.

4.3
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Section 4 - Process for Recommended Placement

• The group will
• consider ascertainment information including the
  students special educational needs
• define the special education program or service
  for the student based on

4.4
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Section 4 - Process for Recommended Placement

• specialised educational support needs
• access to methodologies and strategies (braille,
  signing etc)
• location of expertise of teachers and peers
• access to specialised facilities and specialised
  resources
• consideration of existing facilities
• the age of the student in relation to the location

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Section 4 - Process for Recommended Placement

• Consider parent/caregivers preference for a
  particular educational setting
• Consider the effect on the needs of other
  students enrolled
• Identify the nearest site to the students home
  able to provide the program
• Specify a review period for the placement and
  record on SMS module (usually4 years)

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Section 4 - Process for Recommended Placement

• The process will culminate in a meeting of the
  Program Group after a series of consultations.
  The consultations should develop an understanding
  of the array of programs and services by all
  members of the Program Group including the
  parent/caregivers.

4.5
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53
Section 4 - Process for Recommended Placement

• After considering the program group deliberations
  and program/service options as outlined, the
  PEO(SS) or nominee will make a proposal about the
  students placement, documenting reasons to
  support the proposal (Schedule 2).
• The principal of the proposed school must be
  advised of the proposed placement.

4.6
4.7
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Section 4 - Process for Recommended Placement

• If the proposal for recommendation to the M,ES is
  not to the program that meets the needs of the
  individual student which is the nearest to
  his/her home, then this must be referred to the
  Manager, Low Incidence for advice.

4.8
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Section 4 - Process for Recommended Placement

• If the parents or caregivers do not accept the
  proposed placement of the Program Group at the
  time of the meeting, the PEO(SS) is to advise the
  parents of the Program Groups proposed placement
  in writing (Schedule 3). The PEO(SS) advises the
  M,ES of the placement proposal by the Program
  Group (Schedule 4).

4.9
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Section 4 - Process for Recommended Placement

• Notification of the recommended placement
  decision made by the M,ES is provided to the
  parent or caregivers in writing (Schedule 5).
  After considering all the information, the M,ES
  has the authority to recommend a placement
  different to that made through the program group
  process.
• The parent or caregivers inform the PEO(SS), or
  nominee, of their acceptance or non-acceptance of
  the M,ES recommended placement decision.

4.10
4.11
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57
Section 4 - Process for Recommended Placement

• If the parent or caregiver does not accept the
  recommended placement decision, the process
  outlined in Section 5 is initiated.
• If the recommended placement decision is accepted
  by the parent or caregivers, enrolment at the
  recommended placement proceeds. Copies of
  Schedule 5 are provided to the PEO(SS) and the
  relevant school by the M,ES.

4.12
4.13
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Section 5 - Parent/Caregiver rejects recommended
placement

• After receiving confirmation in writing of the
  recommended placement decision from the M,ES, the
  parents or caregivers have 10 working days to
  make a submission to the M,ES requesting a
  preferred placement.In exceptional
  circumstances, longer timelines may be negotiated
  with the M,ES.All communication related to
  placement across districts must occur between
  the Managers, Education Services of the districts
  involved and in first instance referred by M,ES
  of current location.

5.1
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Section 5 - Parent/Caregiver rejects recommended
placement

• Parents/caregivers may request approval of
  Preferred Placementat either
• another specialised program (special school, SEU
  or class)
• a regular school (primary/secondary)
• parent may make a submission for a Preferred
  Placement through the M,ES.

5.2
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Section 5 - Parent/Caregiver rejects recommended
placement

• The submission should outline the
  parent/caregivers grounds for review of the
  recommended placement and provide information to
  support the Preferred Placement (Schedule 6 and
  7). Parent/caregivers are able to seek the
  assistance of persons external to Education
  Queensland in preparing their submission.

5.3
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61
Section 5 - Parent/Caregiver rejects recommended
placement

• If the parent/caregivers request an oral
  submission, a designated officer from Education
  Queensland would be available to take notes and
  produce an agreed record to be sent to the M,ES.
  The M,ES should consider the parents or
  caregivers submission and the Program Groups
  documented reasons for the initial placement
  proposal.

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Section 5 - Parent/Caregiver rejects recommended
placement

• On the receipt of the submission from the parent
  or caregiver the M,ES may make contact with the
  Manager, Low Incidence Unit for advice in dealing
  with the particular circumstances of the
  students placement. The M,ES, after considering
  all available information, will make a decision
  about the placement requested by the
  parent/caregivers.

5.4
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Section 5 - Preferred request agreed to, or
disagreed with, by the M,ES

• After acknowledging the submission (Schedule 8)
  the M,ES considers the application and may
  agree/disagree with the parent/caregiver
  preferred placement. Specific conditions
  concerning a parent or caregiver request should
  be documented and reasons for the decision
  provided. The M,ES is to provide information
  related to this decision in writing to the
  PEO(SS), school (schedule 9) and to the parent or
  caregivers (Schedule 10). Following this process
  the student may be enrolled in nominated school.

5.5
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64
Section 5 - Preferred request agreed to, or
disagreed with,by the M,ES

• If a preferred placement is agreed to by the
  M,ES, the documentation should make reference to
  the resources to be provided and a specific
  placement review period to review both the
  location and program content. (minimum review
  period is 12 weeks).

5.6
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65
Section 5 - Preferred request agreed to, or
disagreed with,by the M,ES

• The student is then enrolled. During the review
  period, school personnel should make every
  attempt to develop and implement suitable
  programs and processes that support the students
  individual educational needs. The School
  Transport Assistance Program for Students with
  Disabilities (SM- 12) provides information for
  parents on transport assistance.

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66
Section 5 - Preferred request agreed to, or
disagreed with,by the M,ES

• If a decision is made by the M,ES not to support
  the preferred placement, parents can choose to
• enrol their child in the recommended placement or

5.7
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67
Section 5 - Preferred request agreed to, or
disagreed with, by the M,ES

• enrol their child at a primary or secondary
  school.
• If the parents choose to enrol the student in a
  school that is not approved by the M,ES, they are
  to be advised about the nature and amount of
  special education resources that may be provided
  at this time.

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Section 6 - Review process

• A review of the students placement must occur at
  least once every four years in conjunction with
  the ascertainment process and be recorded on the
  SMS ascertainment module.

6.1
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69
Section 7 - Specific cases

• For the student of precompulsory school age
  suspected of having a disability, contact should
  be made with the PEO(SS) or nominee in the local
  district.
• For families of young deaf/hearing impaired
  children living in South East Queensland, the
  initial contact is to
• The Head of Special Education Services, Taigum
  SEDU for families living on the north side or

7.1
7.2
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Section 7 - Specific cases

• The Head of Special Education Services,
  Yeerongpilly SEDU for those living on the south
  side.
• It is then the responsibility of the HOSE of
  these facilities to invite relevant district
  personnel to participate in the initial teacher
  meeting with the parents/caregivers.This process
  is undertaken to present a coordinated
  Departmental perspective.

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Students 0-6years

• After approval from M,ES the student must then be
  recorded on the ascertainment data base as Level
  1.

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Transport and the Direct Policy Links

• Provision of Special Education Programs and
  Services to Students with Disabilities

School Transport Assistance for Students with
Disabilities
Ascertainment
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Session aims

• To provide an overview of the policy and
  guidelines for transport assistance for students
  with disabilities
• To show the links between that policy and the
  placement policy.

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What is the School Transport Assistance Scheme?

• Queensland Government assistance program aimed at
  assisting parents with school transport
  arrangements
• Does not remove the parents responsibility in
  this regard
• It is a limited resource which is not available
  to everyone.

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Policy for Transport Assistance for Students with
Disabilities

• SM-12 School Transport Assistance Program for
  Students with Disabilities

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Assessment of Students with Disabilities for
transport assistance involves

• Education Queensland staff in
• confirming the student is a target group
  student
• confirming that the student is attending his/her
  nearest appropriately coded program
• determining the students capacity to travel
  independently to the nearest appropriately coded
  program

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Target group

• Students from the age of three who have been
  ascertained with the following educational
  support needs
• intellectual impairment level 5 or 6
• vision impairment level 5 or 6
• hearing impairment level 5 or 6
• physical impairment level 3,4,5 or 6
• autistic spectrum disorder level 5 or 6
• speech-language impairment level 5 or 6
• preschool students attending an approved
  specialised program.

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Nearest appropriately coded program

• Determined by
• matching the students impairment with
• appropriate coding (from the Directory of
• Special Services)
• looking at the array of services including
  cross-district
• using maps, mapping systems to find the nearest

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Type of Transport Assistance

• bus travel
• rail travel
• conveyance allowance
• Petrol and oil allowance
• Taxi or minibus services - known as Contract
  Transport

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Limits on transport

• 25km radial (contract transport)
• 250/week (contract transport)
• 1hr 15mins (contract transport)
• nominated target groups in the Policy and
• nearest appropriately coded program

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Committee of Review

• considers assistance in specific cases where
  students and their families are in
  exceptional/unusual circumstances
• makes recommendations to D-G of Queensland
  Transport
• no role in reviewing complaints or appeals about
  eligibility or type of transport
• no authority to approve assistance outside of
  guidelines.

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Types of Cases

• Isolated students, with needs atlevel 6
• Specific non-target group students attending an
  approved specialised program
• Less than full-time attendance
• Split placements
• Contract transportgt25km radial
• gt250 per week
• gt1hr 15min single journey time

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Review of Assessment

• Annually
• Change of students address
• Change of students school
• IEP review
• Ascertainment details change.

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Roles and Responsibilities

• Assessors
• have training
• assess student eligibility
• liaise with local Queensland Transport
• make recommendation
• provide documentation as required
• advise parent/guardian

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Roles and Responsibilities

• Principals/HOSES
• ensure use of trained assessors
• certify recommendation
• complete appropriate application form
• submit documentation to COR if necessary
• ensure annual re-assessment
• ensure re-assessment when circumstances change
• advise parent/guardian of outcome

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Roles and Responsibilities

• Education Queensland District Office
• authorise placement
• coordinate training for assessors
• assist with policy implementation
• provide advice to COR
• liaise with Queensland Transport

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Roles and Responsibilities

• Education Queensland, Central Office
• monitor, review policy, recommend policy changes
• assist Districts with policy implementation
• membership on COR

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Roles and Responsibilities

• Queensland Transport Local Level
• arrange appropriate transport assistance
• advise parent/guardian of outcome
• provide information to schools and parents
• respond to enquiries
• liaise with Education Queensland
• make payments

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Roles and Responsibilities

• Queensland Transport Head Office Level
• advise Government on policy matters
• manage appropriate budget
• administer COR
• liaise with Education Queensland

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